Students may wonder, “Where did we come from?” This unit outlines evolution, the change in characteristics of a population over time. This is shown through mechanisms that drive evolution in individual populations. Evolution can be seen throughout diverse populations. Throughout history scientists have found concrete evidence that supports evolution. While this unit does not get into the specifics of human evolution, it does address the topic, how it works and the evidence that proves it true. These topics are addressed through various activities including structured note taking sessions, group discussions, class presentations, and lab activities.
I made the topic of evolution meaningful for students by incorporating a variety of note taking styles and cooperative learning strategies into the unit. I utilized different graphic organizers and note taking guides to keep students engaged when notes had to be taken in order to receive background knowledge and a foundation in the subject area. I made use of inquiry by starting off the majority of the lessons with a "Daily Question". These questions are designed to activate prior knowledge and get students thinking about the specific topic at hand. Throughout the unit I tried to vary the literacy strategies and note taking procedures just enough so that students will not try to play the "game of school". However, in the cases where some strategies are similar it is because I know that some routine provides continuity and structure in the classroom. The reason for this part of my rationale is so that students become comfortable in the classroom and at least have some idea of what to expect from day to day. Overall the attempt at continuity is my way of trying to help students make sense of the materials since they will be using them day to day (graphic organizers, literacy strategies, cooperative learning, etc.). One of my most prominent forms of assessment throughout the unit is the use of Daily Questions and Exit Slips. These provide me with an update of how students are performing at different points during the unit. The "grade weight" of the entrance and exit slips are not very high. However, they provide me with essential feedback from the students. Based on the responses to these slips I as the teacher will lean a few things such as: Am I teaching to fast and not allowing for enough comprehension time for students? Is there a specific piece of a lesson that students are having trouble with? Are they comprehending material so quickly that I need to make the class more challenging? etc.. I see these entrance and exit slips being used in the classrooms of both my middle level and high school CT's and they truly are an efficient form of formative assessment. The summative assessment comes into play at the very end of the unit when the students are asked to complete a project on evolution. The requirements of the project allow students to pull together their knowledge from the entire unit. This project will truly outline the students' comprehension of evolution and can also be used toward a senior portfolio if necessary.
Title: Evolution- So that's where we came from...
Author: Gianna Prata
Grade Level: 10th grade
Course: Accelerated Biology
Purpose of Unit
Students may wonder, “Where did we come from?” This unit outlines evolution, the change in characteristics of a population over time. This is shown through mechanisms that drive evolution in individual populations. Evolution can be seen throughout diverse populations. Throughout history scientists have found concrete evidence that supports evolution. While this unit does not get into the specifics of human evolution, it does address the topic, how it works and the evidence that proves it true. These topics are addressed through various activities including structured note taking sessions, group discussions, class presentations, and lab activities.Grade Span Expectations and Science Practices
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Evolution Topic Outline
Lesson Sequence
Assessment Plan
Rationale
I made the topic of evolution meaningful for students by incorporating a variety of note taking styles and cooperative learning strategies into the unit. I utilized different graphic organizers and note taking guides to keep students engaged when notes had to be taken in order to receive background knowledge and a foundation in the subject area. I made use of inquiry by starting off the majority of the lessons with a "Daily Question". These questions are designed to activate prior knowledge and get students thinking about the specific topic at hand. Throughout the unit I tried to vary the literacy strategies and note taking procedures just enough so that students will not try to play the "game of school". However, in the cases where some strategies are similar it is because I know that some routine provides continuity and structure in the classroom. The reason for this part of my rationale is so that students become comfortable in the classroom and at least have some idea of what to expect from day to day. Overall the attempt at continuity is my way of trying to help students make sense of the materials since they will be using them day to day (graphic organizers, literacy strategies, cooperative learning, etc.). One of my most prominent forms of assessment throughout the unit is the use of Daily Questions and Exit Slips. These provide me with an update of how students are performing at different points during the unit. The "grade weight" of the entrance and exit slips are not very high. However, they provide me with essential feedback from the students. Based on the responses to these slips I as the teacher will lean a few things such as: Am I teaching to fast and not allowing for enough comprehension time for students? Is there a specific piece of a lesson that students are having trouble with? Are they comprehending material so quickly that I need to make the class more challenging? etc.. I see these entrance and exit slips being used in the classrooms of both my middle level and high school CT's and they truly are an efficient form of formative assessment. The summative assessment comes into play at the very end of the unit when the students are asked to complete a project on evolution. The requirements of the project allow students to pull together their knowledge from the entire unit. This project will truly outline the students' comprehension of evolution and can also be used toward a senior portfolio if necessary.